为您找到与dream it possible英语歌词相关的共200个结果:
Little Mix(小混合、小混混)是由Perrie Edwards, Jesy Nelson, Leigh-Anne Pinnock及Jade Thirlwall所组成的英国少女团体。
Does he tell you he loves you when you least expect it
Does he flutter your heart when he kisses your neck
No scientist, or biology
It's obvious, when he's holding me
It's only natural that i'm so affected
And my heart won't beat again
If I can't feel him in my veins
No need to question, I already know
It's in his dna
D-d-d-dna
It's in his dna
And he just takes my breath away
B-b-breath away www.ryedu.net
I feel it every day, and that's what makes a man
Not hard to understand
Perfect in every way
I see it in his face
Nothing more to say
It's in his d-d-d-dna
It's the blue in his eyes that helps me see the future
Fingerprints that leave me covered for days, yeah yeah
Now I don't have any first degree
But I know, what he does to me
No need to work it out, it's so familiar
And my heart won't beat again
If I can't feel him in my veins
No need to question, I already know
It's in his dna
D-d-d-dna
It's in his dna
And he just takes my breath away
B-b-breath away
I feel it every day, and that's what makes a man
Not hard to understand
Perfect in every way
I see it in his face
Nothing more to say
It's in his d-d-d-dna
It's all about his kiss
Contaminates my lips
Our energy connects
It's simple genetic
I'm the x to his y
It's the colour of his eyes
He can do no wrong
No he don't need to try
Made from the best
He passes all the tests
Got my heart beating fast
It's cardiac arrest
He's from a different strain
That science can't expalin
I guess that's how he's made
In his d-d-d-dna
It's in his dna
D-d-d-dna
It's in his dna
And he just takes my breath away
B-b-breath away
I feel it every day, and that's what makes a man
Not hard to understand
Perfect in every way
I see it in his face
Nothing more to say
It's in his d-d-d-dna
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想要快速学好英语,最好的办法还是记多记英语短语,下面读文网小编为大家带来七年级下册英语Unit1短语,希望对大家的学习有所帮助!
1. 你的笔友 your pen pal = your pen friend
2. 这些国家 these countries
3. 美国 the United stated the USA
the US America
4. 英国 the United kingdom
5. 在图中 in the picture
6. 看着这些东西 look at the things
7. 来自 come from = be from
8. 这些城市 these cities
9. 乔恩的笔友 John's pen pal
10. 在巴黎 in paris
11. 在悉尼 in Sydney
12. 这些国家的名字 the names of the countries
13. 在方格中 in the box
14. 我的新笔友 my new pen pal
15. 什么语言 what language
16. 在美国 in the USA= in the US
= in the United States=in America
17. 在澳大利亚 in Australia
18. 她最喜欢的科目 his favorite subject
19. 说英语 speak English
20. 这些问题的简略答案
short answers to the questions
21. 居住在加拿大的多伦多
live in Toronto, Canda
22. 在中国 in China
23. 一个非常有趣的国家
an interesting country
24. 14岁 fourteen years old
25. 在十一月 in November
26. 一点法语 a little French
27. 在英国和澳大利亚
in the United Kingdom and Australia
28. 我喜欢和我的朋友们去看电影和做运动。
I like going to the movies with my friends and playing sports.
29. 在学校我最喜欢的科目
my favorite subject in school
30. 太难 too difficult = too dear
31. 你能尽快给我写信吗?
Can you write to me soon?
32. 在学校 at school = in school
33. 一部功夫片 an action movie
34. 请写信告诉我你的情况。
Please write and tell me about yourself.
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多记英语短语,是初一学好英语的基础。下面读文网小编为大家带来七年级英语下册Unit2短语,希望对大家的学习有所帮助!
1. 邮局 post office
2. 投币式公用电话 pay phone
3. 在这附近 near here = in the neighborhood
4. 在中心街 on Center Street
5. 在银行对面 across from the bank
6. 在图书馆旁边 next to the library
7. 在饭馆和超市之间
between the restaurant and the supermarket
8. 在图书馆后面 behind the library
9. 在邮局前面 in front of the post office
10. 在第五林荫道 on Fifth Avenue
11. 直走 go straight
12. 沿着这条街直走。 Go straight along this street.= Walk straight along this street.
13. 向左转 turn left
14. 它在沿着桥街的右边.
It's down Bridge Street on the right.
15. 非常感谢。Thank you very much.= Thank you a lot.= Thanks very much.=Thanks a lot.
16. 不用谢。You're welcome.
That's OK.=That's all right.=
It's a pleasure.= Not at all.
17. 一个干净的公园 a clean park
18. 一家旧旅馆 an old hotel
19. 一条繁忙的街道 a busy street
20. 欢迎到花园小区来
Welcome to the Garden District.
21. 欢迎到…… Welcome to ….
22. 在第一林荫道向左转。 Turn left on First Avenue.= Take the First Avenue on the left.
23. 在……向……转。
Turn ______ (方向) at the ________(地点)。
Take the ______(地点) on the _____(方向)。
例:第二个拐弯处向左转。
Turn left at the second crossing (turning).
Take the second turning on the left.
24. 享受城市的安静街道
enjoy the city's quiet streets
25. 来参观桥街 Come to visit Bridge Street
26. 一个玩得高兴的地方 a place to have fun
27. 弹吉他 play the guitar
28. 到我家的路 the way to my house
29. 乘出租车 take a taxi=catch a taxi=by taxi
30. 从机场 from the airport
31. 通过一家银行 pass a bank
32. 走过这座公园 go through the park
walk through the park
pass the park
33. 歩行 talk a walk = walk
34. 花园旅游的开始
the beginning of the garden tour
35. ……的开始 the beginning of the ……
这个故事的开始 the beginning of the story
这节课的开始 the beginning of the class
36. 沿着……走 go along……=walk along……
37. 沿着……向上走 go up …….
38. 沿着……向下走 go down…….
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多记英语短语,是初一学好英语的基础。下面读文网小编为大家带来七年级英语下册Unit3短语,希望对大家的学习有所帮助!
1. 让某人做某事 let sb. do sth.
例:让我们先看看熊猫吧。
Let's see the pandas first.
2. 看一看 have a look = look
看看这本书
have a look at the book=look at the book
3. 欢迎到……来。Welcome to ……
例:欢迎到动物园来。 Welcome to the zoo.
4. 想要做某事。 Want to do sth.
例:想要看狮子 want to see lions
5. 有点有趣的
kind of interesting = a little interesting
6. 一种…… a kind of
一种动物 a kind of animals
7. 南非 South Africa
8. 什么动物 what animal
9. 其它的什么动物 what other animal
10. 十二岁 twelve = twelve years old
11. 一个十二岁的女孩 a twelve-year-old girl
12. 和某人玩 play with……
和她的朋友一起玩 play with her friends
13. 喜欢做某事
like doing=like to do=enjoy dong
例:喜欢游泳
like swimming= like to swim=enjoy swimming
14. 吃草 eat grass
15. 请安静. Please be quiet.
16. 在白天 in the day=during the day
17. 在夜晚 at night
18. 吃树叶 eat leaves
19. 起床 get up
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多记英语短语,是初一学好英语的基础。下面读文网小编为大家带来七年级英语下册Unit4短语,希望对大家的学习有所帮助!
1. 想当…… want to be……
2. 店员 shop assistant
3. 银行职员 bank clerk
4. 电视台 TV station
5. 警察局 police station
6. 校园剧 school play
7. 给这些人编号 number the people
8. 在那家饭馆 in that restaurant
9. 我与人和钱打交道。
I work with people and money.
10. 把他们的钱交给我
give me their money = give their money to me
11. 从我这取走他们的钱
get their money from me
12. 一件白色的制服 a white uniform
13. 与人交谈 talk with people = talk to people
14. 每天 every day
15. 问他们问题 ask them questions
16. 出去吃饭 go out to dinner
17. 有点危险 kind of dangerous
18. 在一家医院里 in a hospital
19. 谈论这些工作 talk about the jobs
20. 对……感兴趣 be interested in
21. 我们可以为你提供一份服务员的工作。
We have a job for you as a waiter.
22. 打555-3937与艾尔的饭馆联系
Call Al's Restaurant at 555-3937.
23. 写故事 write stories
24. 想为一家杂志工作
want to work for a magazine
25. 到我们这来作一名记者吧.
Come and work for us as a report.
26. 打电话555-8823与卡伦联系
Call Karen at 555-8823.
27. 喜欢和其他年轻人一起工作
like to work with young people
28. 想成为校园剧的一员
want to be in the school play
29. 一所5-12岁的国际性质的学校
an international school for children of 5-12
30. 想要某人做某事 want sb to do sth
例:想要一位体育老师教足球
want a PE teacher to teach soccer
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初一学好英语的关键是背好每个单元的英语短语,下面读文网小编为大家带来七年级英语下册Unit5短语,希望对大家的学习有所帮助!
1. 看电视 watch TV
2. 看书 read a book/ read books
3. 看报 read a newspaper read newspapers
4. 看电影 watch a movie / watch movies
see a movie / see movies
5. 做家庭作业 do homework
do one's homework
例:做家庭作业 do my homework
do his homework
6. 吃晚饭 eat dinner=have dinner
7. 吃早餐 eatbreakfast=have breakfast
8. 吃午餐 eat lunch=have lunch
9. 用电话交谈 take on the phone
10. 想去看电影 want to go to a movie
11. 电视节目 TV show
12. 写信 write a letter / write letters
13. 写信给某人 write a letter to …
14. 咱们六点钟去吧。Let's go at six o'clock
15. 等候…… wait for…
例:等我 wait for me
等公共汽车 wait for the bus
16. 和某人交谈 talk with sb / talk to sb
17. 谈论…… talk about …
18. 打篮球 play basketball
19. 感谢……. Thank you for…
例:感谢你的信和这些照片。
Thank you for your letter and the photo .
20. 我的一些照片 some of my photos
21. 在第一张照片中 in the first photo
22. 在池塘中 in the pool
23. 在下一张照片中 in the next photo
24. 在家 at home
25. 在工作 at work
26. 在最后一第照片中 in the last photo
27. 我和我的妹妹在一起。
I'm with my sister.
28. 一张我家的照片 a photo of my family
29. 在这张照片中 in the picture
30. 在图d中 in Picture d
31. 看着…… look at …
32. 跑开 run away
33. 带着他的书包跑回来
run back with his backpack
34. 打开他的书包 open his backpack
35. 照相 take a photo/ take photos
36. 照相 take a photo of…
例:照两只鸟的像
take a photo of two birds
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初一学好英语的关键是背好每个单元的英语短语,下面读文网小编为大家带来七年级英语下册Unit9短语,希望对大家的学习有所帮助!
1. 做家庭作业 do my homework
2. 踢球 play soccer / play football
3. 打扫房间 clean the room
4. 去沙滩 go to the beach
5. 打网球 play tennis
6. 去看电影 go to the movies
7. 上个周末 last weekend
8. 星期六上午 on Saturday morning
9. 星期天下午 on Sunny afternoon
10. 看望我的姑姑 visit my aunt
11. 为数学考试而学习 study for math test
12. 看电视 watch TV
13. 你的周末怎么样?How was your weekend?
14. 弹吉他 Play the guitar
15. 学习地理 study geography
16. 一张愉快的脸 a happy face
17. 一张不高兴的脸 an unhappy face
18. 过周末 spend the weekend
19. 上周 last week
20. 第三中学的十个学生
ten students at No. 3 Middle School
ten students of No. 3 Middle School
21. 对大多数学生来说 for most students
22. 看电影 watch a movie / see a movie
23. 呆在家里 stay at home
24. 在星期天 on Sunny
25. 在星期天上午 on Sunny morning
26. 在上午 in the morning
27. 在星期五晚上 on Friday night
28. 一个繁忙的周末 a busy weekend
29. 为我煮饭 cook dinner for me
30. 看一本关于历史的书
read a book about history
31. 一个有趣的谈话节目
an interesting talk show
32. 写一首新歌 write a new song
33. 练习我的吉他 practice my guitar
34. 每个人喜欢他们的周末
Everyone enjoys their weekends.
35. 去散步 go for a walk=walk
36. 晴天 a nice day / a fine day /
a sunny day / a beautiful day
37. 坐下 sit down
38. 观看汪汪和一条友好的黑猫玩耍
watch Wang Wang play with a friendly cat
观看某人做某事 watch sb do sth
例:观看他们踢足球
watch them play soccer
39. 该……了。(……的时间到了。)
It's time to … / It's time for…
例:该回家了。 It's time to go home.
It's time for home。
该上课了。 It's time to have a class.
It's time for class.
40. 寻找他的狗 look for his dog
注意区别:看着 look at
寻找 look for
41. 他没有狗和家人。
He has no dog and no family.
=He doesn't have a dog and family.
42. 看起来很累 look tired
43. 在电脑上踢足球
play soccer on my computer
44. 观看一部练习碟 watch an exercise video
45. 听棒球比赛 listen to the baseball game
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英语短语是学七年级英语的基础,多记忆背诵才能学好英语。下面读文网小编为大家带来七年级英语下册Unit10短语,希望对大家的学习有所帮助!
1. 度假 on vacation
2. 纽约市 New York City
3. 去夏令营 go to summer camp
4. 参观博物馆 visit museums
5. 为考试而学习 study for exams/
study for tests
6. 很棒的天气 great weather
7. 整天 all day
8. 我们在水里玩得开心极了。
We had great fun playing in the water.
做某事过得很开心 have fun doing
例: 游泳过得很开心 have fun swimming
9. 我发现一个小男孩正在拐角处哭。
I found a small boy crying in the corner.
发现某人正在做某事 find sb doing sth
例:我发现吉姆在打扫教室。
I find Jim cleaning the classroom.
发现某人经常做某事 find sb do sth
例:我发现吉姆常打扫教室。
I often find Jim clean the classroom.
10. 我帮助他找到他的父亲。
I helped him find his father.
帮助某人做某事 help sb do sth
help sb to do sth
help sb with sth
例:帮助我学习英语 help me learn English
help me to learn English
help me with my English
11. 那使我感到非常高兴。
That made me feel very happy.
叫某人做某事/ 命令某人做某事
make sb do…
例:叫我买一些肉 make me buy some meat
12. 观看某人做某事 watch sb do sth
看见某人做某事 see sb do sth
看见某人正在做某事 see sb doing sth
听见某人做某事 hear sb do sth
听见某人正在做某事 hear sb doing sth
发现某人做某事 find sb do sth
发现某人正在做某事 find sb doing sth
13. 走回旅店 walk back to the hotel
14. 我们决定去打网球。
We decided to play tennis.
决定做某事 decide to do sth
例:决定买一本书 decide to buy a book
15. 晚餐我们吃四川食物。
We have Sichuan food for dinner.
16. 在你回家的路上 on your way home
17. 想要出去 want to go out
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要学好六年级英语首先要把课本上的知识点熟练掌握,下面读文网小编为大家带来六年级下册英语Unit1知识点,欢迎大家学习!
1深入了解形容词的比较级课文中出现的heavier和bigger等都是形容词的比较级形式。如果一个形容词是以辅音字母加y结尾的双音节词,通常先把y变为i,再加-er;如果是以一个辅音字母结尾的重读闭音节词,先双写这个辅音字母,再加-er。
形容词的比较级和最高级的构成
(1)规则变化
(2)不规则变化
2如何询问对方鞋子的尺码如何询问对方鞋子的尺码——What size are your shoes?
课文应用:What size are your shoes,Mike?迈克,你穿多大号的鞋?
Size 7. 7号。
句型结构:问句:What size are your shoes?
答语:Size+数字,
重点解析:what size意为“什么尺码”,用来询问衣物的尺码。
由于此句中的shoes是复数形式,所以be动词用are。
答语为“Size+数字.”。
3“尺码”的学问课文应用:In China I wear size 38 shoes.在中国我穿38号的鞋。
句型结构:主语+wear(s) size+数字(+其他).
重点解析:此句型可以用来表示某人所穿服装、鞋帽等的尺码。
表示多大尺码时,一般把数字放在size的后面。
4询问重量的句型询问重量的句型——How heavy...?
课文应用:How heavy are you?你体重多少?
I'm 48 kilograms.我体重48千克。
句型结构:问句:How heavy+be动词十人/物?
答语:人/物+be动词十数字十重量单位,
重点解析:此问句用来询问人的体重或物体的重量,是一个特殊疑问句。
疑问词how与heavy连用,用于询问事物有“多重”。
be动词:句型中的be动词(am,is,are)应正确搭配后面的人或物。
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要学好六年级英语首先要把课本上的知识点熟练掌握,下面读文网小编为大家带来六年级下册英语Unit2知识点,欢迎大家学习!
1如何表达“我想……”如何表达“我想……”——I want to...
课文应用:I want to buy the new film magazine.我想买期新的电影杂志。
句型结构:I want to+动词原形十其他.
重点解析:此句型用于表达自己想要做某事,是一个一般现在时的句子。由于主语是第一人称I,所以主语后的谓语动词want使用原形,want后接动词不定式。to是不定式符号,to后的动词也需要使用原形。
2过去时间集锦课文应用:What did you do last weekend?你上周末干什么了?
句中last weekend意为“上周末”,表示过去的时间,你还知道其他表示过去的时间的表达方式吗?
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学习六年级英语,最重要是先把课本上的知识点全部掌握,下面读文网小编为大家带来六年级下册英语Unit3知识点,欢迎大家学习!
1太阳、月亮前要用the课文应用:Am I now on the moon?我现在是在月球上吗?
太阳“sun”和月亮“moon”都是世界上独二无二的事物,这两个词前需要用定冠词the来修饰。下面这些词的前面也必须用the。
2如何表达难以置信如何表达难以置信——I can’t believe it!
课文应用:I can’t believe it!我简直不敢相信!
这个句子用于表示不相信或难以相信某人或某事,表达了说话者非常吃惊或震惊的心情。它是一个否定句,句中的“can't”是“can not”的缩写形式,意为“不能;不会”。这个句子已经成为一种固定的说法,经常用在口语中。
3到做某事的时候了到做某事的时候了——It's time to...
课文应用:It's time to go.到离开的时候了。
在英语中,表达“到做某事的时候了”有两种方式:
It's time to+动词(短语)原形.
It's time for+名词.
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学习六年级英语,最重要是先把课本上的知识点全部掌握,下面读文网小编为大家带来六年级下册英语Unit4知识点,欢迎大家学习!
1如何描述某人过去和现在的不同情况课文应用:Before,I was quiet.Now,I'm very active in class.以前我很安静。现在我在课堂上很活跃。
句型结构:Before,主语+was/were+形容词.Now,主语+am/is/are+形容词(+其他).
主题讲解:在英语中,描述某人不同时期的情况要使用不同的时态。如果描述过去的情况,要使用一般过去时;如果描述现在的情况,要使用一般现在时。
before是一个表示过去的时间副词,意为“以前”。
在一般过去时的句子中,当主语是第三人称单数或I时,后面的be动词用was,其他人称用were。
now意为“现在”,可用于一般现在时。
在一般现在时的句子中,be动词的选用由主语的人称和数来决定。当主语是第一人称单数时,be动词用am;当主语是第三人称单数时,be动词用is;其他人称用are。
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掌握好课本上的英语知识点,是学习五年级英语的基础,下面读文网小编为大家带来五年级下册英语Unit1知识点,欢迎大家学习!
1询问对方周末做什么的句型询问对方周末做什么的句型-What do you do on the weekend?
(1)课文应用:So What do you do on the weekend?那么你周末做什么?
I often watch TV and play ping-pong with my father.
我经常看电视、和我爸爸一起打乒乓球。
(2)句型结构
问句:What do you do on the weekend?
答语:I/We+频度副词(often,sometimes.)+动词原形十其他.
(3)重点解析
这个问句用来询问对方周末的活动安排,属于wh问句(do型)。其基本框架:
壁问词十助动词十人/物十动词原形十其他?
So十 what 十 doyou 十 do 十 on the weekend?
句中的“on the weekend”也可以根据语境替换成其他时间。
(4)知识拓展
询问他人的周末活动的句型
第三人称单数
What does+主语(第三人称单数)+do on the weekend?
例如:-What does your mother do on the weekend?你妈妈周末做什么?
-She often goes shopping.她经常购物。
复数人称
What do+主语(复数人称)+do on the weekend?
例如:- What do they do on the weekend?他们周末做什么?
-They usually go to the movies.他们通常去看电影。
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想知道Unit 1 Friendship的英语教学怎么做吗?下面读文网小编为大家带来Unit 1 Friendship英语教案,希望对大家有所帮助。
Teaching Aims:
1. 能力目标:
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标:
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标:
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标:
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do? | Reasons |
...... | ...... |
...... | ...... |
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
Step IV. Homework
1. Prepare for the quiz for this unit.
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想知道Unit4 What are you doing的英语教案要怎么做吗?下面读文网小编为大家带来Unit4 What are you doing英语教案,希望对大家有所帮助。
1.教学内容分析
在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。
2.教学目标的确定
本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。
(1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。
(2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。
(3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。
3.教学重点、难点的确立
(1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。
(2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。
b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。
4.教具准备
乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。
二、教学过程
Step 1:Warm-up, TPR活动
T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.
T: Before class. Let's warm up. Please follow me. Do as I do.
1.复习动词:(边做动作边说)
eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)
2.复习词组:
set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.
3.sing a song: 《I can help》. 投影出示歌词,老师做动作示范,师生一同演唱。
(设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)
Step 2. Unit 4 What are you doing 的导入及板书。
1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)
2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)
3.T: From this class .We’ll learn Unit 4. What are doing?
(设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法I am ___ing.)
Step 3.Presentation
1.Free talk 引出do the dishes.
T: Hello .What's your name? S1:(回答)
Nice to meet you.
By the way, can you do housework?
What can you do?
Great. You're helpful.
T: Hello. What can you do at home? S2:(回答)
Good boy/girl. You're helpful.
T: Boys and girls ,can you do housework? Ss: Yes.
T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作,生猜。You can use the sentence:“Can you ---”)
T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)
T: What are you doing?
S: I am doing the dishes.
(板书领读:do add-ing is pronounced /i□/--- doing.
再次板书:I am=I'm(领读,拿盘子准备传)
T: This time, Let's pass the dish one by one, and ask: What are you doing?
(领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)
(设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)
2. cook dinner
T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?
S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.
如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?
T:(边让生说cook dinner, 边做动作)师板书 cook dinner
T: It means: cook the meals.
Here’s a pot .Who can ask me with the sentence : (指标题)
T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)
T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.
T: Mm----Yummy. SA. What are you doing?
SA: I’m----.(让两名学生一组起来汇报)
(设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)
3.read a book. [注意与read books的比较]
T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。
T:(师蹲下去问)What are you doing?
(引导学生试着加ing,并读出) Please add-ing and try to read it.
(师画连字符号)Who can help her? Wonderful. This is for you[发奖品]
T: I have many books here.
(师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答
T: (师启发学生说出具体的书目)You’re reading a Chinese book.
(设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)
4.draw pictures
T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,
beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)
T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers,an apple and so on .
(设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)
5.answer the phone
T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)
Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.
(放下电话教学词组answer the phone )
Practice:
A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。
B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)
A: Hello.
B: Hi. It's ________ . What are you doing?
A: I'm answering the phone. What are you doing?
B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )
(设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)
Step 4 Practise
1.Listen to the tape. Listen, point and repeat.
2.Look at the blackboard and read after me .(do---doing---doing the dishes)
3.T:(师生分工读)Ss: What are you doing? What are you doing?
T: I’m doing the dishes. (教师边做动作边说)What are you doing?
4.Let’s chant.(投影出示P44的Let’s chant.边说边做)
5.Play a guessing game.
一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。
(设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)
Step 5 Consolidation and extension
T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教师边说边将卡片发下去。)
1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。
2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。
3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。
4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。
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写好一个教案是一个教师上好一堂课的最为重要的一个环节。那你想知道要怎么写好一篇教案吗?下面读文网小编为大家带来what time is it 英语教案,希望对你有所帮助。
教学重点:掌握有关学生日常活动的六个单词和词组。
教学难点:对新句型“What time is it? ”“It’s nine o’clock.”“It’s time for ...”的理解和运用。
教具准备:
1. 与教材内容相关的录音、图片等媒体素材。
2. 教师准备一个教具钟。
3. 教师准备六张单词卡。
教学过程:
(一)热身/复习(Warm-up/Revision)
1.教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。
2.教师在听录音或学生表演之后向学生提问:Where is Zoom? 学生回答:He is in the canteen.教师又问:Why?学生答:He is hungry. 教师再问:Why is he hungry? What time is it? 引导学生答出:It’s time for lunch. 接下来,教师可鼓励学生说出哪些东西可以告诉我们时间,如:the sun, the moon, the tree等等,学生如果不能用英文说,也可用中文说。
(二)呈现新课(Presentation)
1.教师可制作本课时的挂图贴在黑板上说:Look! What’s this? It’s a clock. 然后指着12点说:What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来,教师利用钟面上的小图继续教授时间的表达和其他几个单词、词组。
2. 通过教师领读和听音跟读,让学生掌握正确的读音,尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式,在学生当中展开互帮互学。
(三)趣味操练(Practice)
1.教师将教具钟上的时针拨到不同的时间,提问学生:What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。
2.教师拿出生词图卡,出示图的一小部分,让学生通过观察判断图上画的是什么,并说出相应的单词或词组。
(四)扩展性活动(Add-activities)
1.做本单元A Let’s learn部分的活动手册配套练习。
2.和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间,并和同桌一起进行问答练习。
3.试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。
what time is it 英语教案相关
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